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• W419769222 abstract "What does it mean to “write to learn science,” and why should we use writing as a vehicle for science learning when other alternatives exist? Many studies have examined the role of writing in the learning process, demonstrating that writing, in conjunction with other activities such as reading and hands-on experiences, contributes to greater critical thinking, thoughtful consideration of ideas, and better concept learning. We would like to add a basic and universal observation to these findings supporting the use of writing, particularly in science: writing makes thinking visible. Few activities can achieve what writing can in science—enabling students to self-assess complex content knowledge and allowing the teacher to assess the student in two dimensions: overall writing ability and specific content area achievement. However, for writing to fulfill these standards, carefully planned and scaffolded writing activities—beyond what we normally see in science classrooms, especially at the elementary level—must be implemented. To illustrate this point, we will describe the Reading and Writing About Science (RWS) Project conducted between 2000 and 2003 with support from the National Science Foundation. Twenty-one teachers, with levels of experience ranging from beginner up to 30 years, participated in the project, teaching 587 students in grades four through six. The goal of the project was to provide upper elementary teachers with the skills to create classroom situations that integrated literacy with science, equipping students to communicate their thinking and understanding through exemplary science reading and writing activities. This approach aimed to produce deeper science concept learning, while also serving as an authentic indicator of student achievements in science and literacy. A CORE Framework What does it mean to “write to learn science,” and why should we use writing as a vehicle for science learning when other alternatives exist? Many studies have examined the role of writing in the learning process, demonstrating that writing, in conjunction with other activities such as reading and hands-on experiences, contributes to greater critical thinking, thoughtful consideration of ideas, and better concept learning. We would like to add a basic and universal observation to these findings supporting the use of writing, particularly in science: writing makes thinking visible. Few activities can achieve what writing can in science—enabling students to self-assess complex content knowledge and allowing the teacher to assess the student in two dimensions: overall writing ability and specific content area achievement. In order to make a dramatic change in the way teachers approach science writing, we found it necessary to address both science instruction as a whole and the use of writing during various stages. To guide us in this endeavor and communicate a concrete idea of an ideal foundation for highly effective science writing to teachers, we turned to the CORE Model of Instruction (Chambliss and Calfee 1998). The CORE Model was originally developed as a representation of the manner in which reading and writing can be linked and reinforcing to each other; we saw possibilities to extend this model to experiential learning (such as science inquiry). The CORE Model incorporates four elements: Connect, Organize, Reflect, and Extend. The elements can be used for designing a sequence of instructional activities. Students first connect what they already know about a topic to new science content or experience. Then they organize information from multiple sources into coherent packages. They then reflect on the collection of “stuff” by discussing it with others in preparation for the writing task. Finally, completion of the project serves to “stretch” or extend the learning." @default.
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• W419769222 date "2004-01-01" @default.
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• W419769222 title "Making Thinking Visible: A Method to Encourage Science Writing in Upper Elementary Grades" @default.
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